Texas CCRS
vs
Texas Adult
Education
Content
Standards
A Comparison of
Math and Writing
Standards
Writing Standards Comparison
Texas CCRS Standard
Texas Adult Education Content Standard
I. Writing
A) Compose a variety of texts that demonstrate clear focus, the
logical development of ideas in well-organized paragraphs, and
the use of appropriate language that advances the author’s
purpose.
Strand 1 – Determine Purpose
Benchmarks: As learners progress across levels, benchmarks
become more challenging and are completed with increasing
independence.
I.A.1 – Determine effective approaches, forms, and rhetorical
techniques that demonstrate understanding of the writer’s purpose
and audience.
1. A.1 – Determine effective approaches, forms, and rhetorical
techniques that demonstrate understanding of the writer’s
purpose and audience.
1.A.1.a – Prepare a topic proposal that specifies and justifies the
topic, audience, and purpose.
1.A.1.b – Identify the types of writing (e.g.,
informational, analytical, polemical) and forms
of writing (e.g., letter, editorial, essay) that are
appropriate for the writer’s particular purpose
and audience.
1.A.1.c – Recognize rhetorical techniques appropriate to the
purpose, audience, and form of a particular composition.
Sec 2.Strand 1.Level 6 – Determine the purpose and audience
for communicating in writing independently.
Writing Standards Comparison
Texas CCRS Standard
Texas Adult Education Content Standard
I. Writing
A) Compose a variety of texts that demonstrate clear focus, the
logical development of ideas in well-organized paragraphs, and
the use of appropriate language that advances the author’s
purpose.
Strand 2 – Organize Information
Benchmarks: As learners progress across levels, benchmarks
become more challenging and are completed with increasing
independence.
I.A.2 – Generate ideas and gather information relevant to the
topic and purpose, keeping careful records of outside sources.
I.A.2 – Generate ideas and gather information relevant to the
topic and purpose, keeping careful records of outside sources.
Sec. 2.Strand 2.Level 6 – Independently plan and organize
information using a variety of resources and strategies to
produce a legible and comprehensible draft.
1.A.2. – Generate ideas and gather information
relevant to the topic and purpose, keeping careful records of
outside sources.
Sec. 2.Strand 2.Level 6 – Independently plan and organize
information using a variety of resources and strategies to
produce a legible and comprehensible draft.
1.A.2.a – Utilize effective pre-writing strategies: outline and
prioritize ideas, anticipate questions that might be raised by
readers, and identify appropriate primary and secondary source
material.
1.A.2.b – Evaluate the reliability of possible
sources and prepare an annotated bibliography.
Sec. 2.Strand 2.Level 6
Writing Standards Comparison
Texas CCRS Standard
I. Writing
A) Compose a variety of texts that demonstrate clear focus, the
logical development of ideas in well-organized paragraphs, and
the use of appropriate language that advances the author’s
purpose.
1.A.3 – Evaluate relevance, quality, sufficiency, and depth of
preliminary ideas and information, organize material generated,
and formulate a thesis.
1.A.3 – Evaluate relevance, quality, sufficiency, and depth of
preliminary ideas and information, organize material generated,
and formulate a thesis.
1.A.3.a – Craft a thesis statement that articulates a position and
logically organize relevant evidence and examples that support
the thesis statement.
1.A.3.b – Become familiar with the various forms of plagiarism
related to both textual and electronic sources and appropriately
cite all borrowed materials.
1.A.3.c – Demonstrate familiarity with different perspectives on a
topic in addition to the writer’s. Marshal evidence to accomplish
the writer’s purpose for the specified audience.
Texas Adult Education Content Standard
Writing Standards Comparison
Texas CCRS Standard
Texas Adult Education Content Standard
I. Writing
A) Compose a variety of texts that demonstrate clear focus, the
logical development of ideas in well-organized paragraphs, and
the use of appropriate language that advances the author’s
purpose.
Strand 5 – Edit Writing
Benchmarks: As learners progress across levels, benchmarks
become more challenging and are completed with increasing
independence.
Sec. 2.Strand 5.Level 6 – Undertake multiple re-readings of text
in order to make comprehensive edits for:
a) Grammar verb tenses including past perfect progressive and
future perfect progressive tenses, past unreal conditionals,
modals in past tense,
b) Varied sentence structures with phrases and clauses,
c) the active voice
d) Spelling, punctuation, capitalization, language usage.
I.A.5 – Edit writing for proper voice, tense, and syntax, assuring
that it conforms to standard English, when appropriate.
I.A.5.d - Improve coherence by increasing logical connections
within and between sentences.
I.A.5.e - Edit for correct sentence structure (e.g., subordination,
coordination).
Sec. 2.Strand 5.Level 6 – Undertake multiple re-readings of text
in order to make comprehensive edits for:
•Varied sentence structures with phrases and clauses,
I.A.5.f - Consult reference guides for citation conventions,
grammar, mechanics, and punctuation.
Sec. 2.Strand 5.Level 6 – Undertake multiple re-readings of text
in order to make comprehensive edits for:
Sec. 2.Strand 5.Level 6.a – Grammar verb tenses including past
perfect progressive and future perfect progressive tenses, past
unreal conditionals, modals in past tense,
I.A.5.g - Use a variety of proofreading techniques to
compensate for the limitations of automated aids such as
electronic spell and grammar checks.
Sec. 2.Strand 5.Level 6 – Undertake multiple re-readings of text
in order to make comprehensive edits for:
Sec. 2.Strand 5.Level 6.d – Spelling, punctuation, capitalization,
language usage.
Math Standards Comparison
Texas CCRS Standard
Texas Adult Education Content Standard
II) Algebraic Reasoning
B) Manipulating expressions
Strand 12 – Order of Operations and Linear Equations
Benchmarks: As learners progress across levels, benchmarks
become more challenging and are completed with increasing
independence.
II.B.1 – Recognize and use algebraic (field) properties,
concepts, procedures, and algorithms to combine, transform,
and evaluate expressions (e.g. polynomials, radicals, rational
expressions)
Sec. 2.Strand 12.Level 6.a – Solve linear equations with one
variable using strategies such as the distributive property and/or
transposition.
Sec. 2.Strand 12.Level 6.b – Add and subtract polynomials
Sec. 2.Strand 12.Level 6.c – Factor binomials and trinomials
using strategies such as greatest common factor, difference of
two squares, and/or x² + bx + c form
II.B.1.a – Use the algebraic (field) properties (e.g. commutative,
associative, distributive) and order of operations to transform
expressions to equivalent expressions
II.B.1.b – Use the algebraic (field) properties and order of
operations to evaluate variable expressions when given the
value of the variables
II.B.1.c – Explain why the algorithms and procedures used to
transform algebraic expressions are valid
Math Standards Comparison
Texas CCRS Standard
Texas Adult Education Content Standard
III) Geometric Reasoning
A) Figures and their properties
Strand 7 – Area, Perimeters, and Angles
Benchmarks: As learners progress across levels, benchmarks
become more challenging and are completed with increasing
independence.
III.A.3 – Recognize and apply right triangle relationships
including basic trigonometry
III.A.3a – Apply the Pythagorean Theorem and its converse to
solve real-life situations in two and three dimensions
III.A.3.b – Apply Pythagorean triples and special right triangle
relationships to solve problems
III.A.3.c – Solve right triangle situations using sine, cosine, and
tangent
Sec. 2.Strand 7.Level 6.A – Use basic trigonometric functions –
sine, cosine, and tangent.
Math Standards Comparison
Texas CCRS Standard
Texas Adult Education Content Standard
II) Algebraic Reasoning
D) Representations
1) Interpret multiple representations of equations and
relationships
Strand 10 – Graphs and Charts
Benchmarks: As learners progress across levels, benchmarks
become more challenging and are completed with increasing
independence.
II.D.1.a – Interpret graphical representations of equations
Sec. 2.Strand 10.Level 6.a – Interpret, represent, and identify
trends and/or make inferences and draw conclusions from
complex graphs, schedules, tables, and diagrams.
II.D.1.b – Understand how variables can be used to express
generalizations and represent situations
II.D.1.c – Recognize the solution(s) to an equation from a table
of values
II.D.1.d – Describe numerical patterns using algebraic
expression and equations in closed or recursive forms, such as
arithmetic sequences
Sec. 2.Strand 10.Level 6.a – Interpret, represent, and identify
trends and/or make inferences and draw conclusions from
complex graphs, schedules, tables, and diagrams.